From Interest to Entry: The Teacher Pipeline from College Application to Initial Employment

Autor/inn/en	Bartanen, Brendan; Kwok, Andrew
Titel	From Interest to Entry: The Teacher Pipeline from College Application to Initial Employment
Quelle	In: American Educational Research Journal, 60 (2023) 5, S.941-985 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bartanen, Brendan) ORCID (Kwok, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312231185733
Schlagwörter	Teacher Supply and Demand; Teacher Education Programs; Teacher Persistence; Teacher Certification; Student Interests; Minority Group Students; Males; Disproportionate Representation; Elementary School Teachers; Secondary School Teachers; Public School Teachers; College Entrance Examinations; High Achievement; Teacher Recruitment; Texas; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Lehrerbedarf; Studieninteresse; Male; Männliches Geschlecht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aufnahmeprüfung; Lehrerrekrutierung
Abstract	Strengthening teacher supply is a key policy objective for K-12 public education, but understanding of the early teacher pipeline remains limited. In this descriptive analysis, we leverage the universe of applications to a large public university in Texas from 2009 to 2020 to examine the pipeline into teacher education and employment as a K-12 public school teacher. A unique feature of Texas's centralized higher education application is that it solicits potential interest in teacher certification. We document sharply declining interest in teaching over the period. Further, we show that students of color, men, and students with higher SAT scores are substantially underrepresented in teacher education. Particularly for race/ethnicity, these disparities are only partially explained by differences in interest at application. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01